Winter Conference Session 3: The Continuum of Tier 2Secondary Interventions

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Winter Conference Session 3 The Continuum of
Tier 2/Secondary Interventions

• Sara Teeter, SSW, SSL
• Springfield School District
• Ami Flammini, SSW, District Tertiary Coach
• Springfield School District
• Stephanie Thomas, Technical Assistance
  Coordinator
• IL PBIS Network

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Positive Behavior Interventions SupportsA
Response to Intervention (RtI) Model

• Tier 2/Secondary
• Tier 3/
• Tertiary

Small Group Interventions (CICO, SSI, etc)
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Group Interventions with Individualized Focus
(CnC, etc)
Daily Progress Report (DPR) (Behavior and
Academic Goals)

Simple Individual Interventions (Simple FBA/BIP,
Schedule/ Curriculum Changes, etc)
Competing Behavior Pathway, Functional
Assessment Interview, Scatter Plots, etc.

Multiple-Domain FBA/BIP

SIMEO Tools HSC-T, RD-T, EI-T
Wraparound
Illinois PBIS Network, Revised May 15,
2008 Adapted from T. Scott, 2004
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Questions to Ask as Your Create Your Secondary
System

• Do you currently have teams that function at the
  Secondary/Tier 2 level?
• Can you merge teams /or delete teams if
  necessary?
• How will your team create a Communication system
  between Universal Secondary teams?

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Tier 2/Secondary LevelContinuum of Interventions

• Level One Check In Check out
• Level Two Social/Academic Instructional Groups
• Level Three Check n Connect Interventions w/
  Ind Features
• Level Four Brief Function-Based Interventions

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Secondary Systems Team Procedures

• Team Composition
• Who is on team? Administrator, staff with
  specialized behavior and academic skills, gen ed
  representation, SSW, school counselor or school
  psychologist
• Determine Team leader/Secondary/Tier 2 Coach
• Schedule Regular Meeting Time
• Location of meeting
• Decide who will be the keeper of records,
  confidential secure

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Data-Based Decision-Making

• Student outcome data is used
• To identify youth in need of support and to
  identify appropriate intervention
• For on-going progress-monitoring of response to
  intervention
• To transition youth out of interventions at the
  appropriate time
• Intervention integrity or process data is used
• To monitor the effectiveness of the intervention
  itself
• To make decisions regarding the continuum/menu of
  interventions/supports

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Data Used to Identify Youth in Need of Simple
Secondary Interventions

• Office Discipline Referrals/suspensions
• Attendance/tardies
• Grades/academic performance indicators
• Referrals for support made by teachers, family
  members, and/or students
• Universal Screeners (SSBD etc.)

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Data Used to Monitor Simple Secondary
Interventions

• DPR (recorded on the Daily Progress Report)
  points earned each day (cumulative data entered
  into Excel or SWIS)
• Office Discipline Referrals/suspensions
• Attendance/tardies
• Grades/academic performance indicators
• Follow-up questionnaire for teachers, family
  member, or student who made referral

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Data-based Decision-rules Sample to Consider

• Identification for Simple Secondary supports
• Youth is identified by Universal Screener or has
  3 or more ODRs.
• Progress-monitoring
• DPR data is collected daily reviewed every
  other week. Data is collected for 4-6 weeks.
• Exiting/transitioning
• Youth received a total of 80 of DPR points
  averaged per day/week for 4 weeks and has had no
  new ODRs. Youth will be transitioned into being a
  CICO student mentor.

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Data Used to Identify Youth Ready for Exiting or
Transitioning off of Support

• DPR (Daily Progress Report) points earned each
  day (Excel or SWIS)
• Office Discipline Referrals/suspensions
• Attendance/tardies
• Grades/academic performance indicators
• Follow-up questionnaire for teachers, family
  member, or student who made referral

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Recommended Time-frames for Data Review

• Simple Secondary
• CICO, SSI, CnC Simple FBA/BIP
• Student data should be reviewed at least once a
  month by Secondary Team (and/or Simple FBA/BIP
  team)
• Tertiary/Complex FBA/BIP Wraparound
• Student data should be reviewed at least every 2
  weeks by FBA/BIP or Wrap team

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• 15,000 students
• (52.9 white, 36.8 black, multi-racial 6.1,
  hispanic 2.1, asian 1.8, native american .3)
• 36 schools (81 implementing PBIS)
• 23 elementary, 5 middle, 3 high schools, 1 early
  learning center,
• 3 alternative centers 1 adult education center

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Tertiary Grant

• Bring on 3 schools each year
• Cohort 1 3 middle schools
• Cohort 2 3 elementary schools
• Cohort 3 1 high school, 1 elem., 1 alternative
• Extra support from the PBIS Network
• ½ time tertiary coach position

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Since beginning the tertiary grant

• Added secondary PBIS system level teams
• Kept our problem solving teams to discuss
  individual students
• Added tertiary level teams to determine which
  students need tertiary level interventions and
  which staff member will lead

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We have spent most of our time

• Forming secondary teams
• Combining teams
• Educating staff
• Completing the Guiding Questions document
• Implementing systems

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The Guiding Questions CICO (check in check out)

• Form the team
• Look at the continuum of secondary services
• Answer the questions and take time to complete
  them!

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After the Guiding Questions are answered

• Educate the staff invite participation
• Train the staff who will be CICO adults
• Contact the parents
• Invite the students
• Train someone in data collection
• Begin the process
• Meet regularly to monitor responses to
  intervention

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What we have learned about secondary systems

• Dont rush
• Stay with systems conversations
• Have leadership at the table
• Do it right the first time
• Without strong secondary, tertiary is much more
  difficult
• Growth happens

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Continuum of Tier II Interventions

• Wilcox Elementary
• Springfield, IL
• Sara Teeter,MSW
• School Social Worker

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WILCOX ELEMENTARY

• 311 student K-5
• 65 White Non-hispanic, 23 Black, 12
  Multi-Racial
• 60 receive free or reduced lunch
• 20 receive special education services

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Wilcox PBIS

• Wilcox has been a PBIS school for 7 years.
• We began slowly at the universal level and now
  are fully implemented with all three PBIS levels
  (Universal, Secondary, and Tertiary)
• Our universal team meets monthly and focuses on
  instruction, classroom management and monthly
  celebrations.
• Student receive gold cards for positive behavior
  and can spend them at our Gold Card store
  bi-weekly.

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Wilcox PBIS cont.

• RTI teams meet weekly. RTI team includes yellow
  team, red team, and problem solving. It combines
  behavior and academics.
• This team facilitates check in/out, check n
  connect, peer mentoring, small group, individual
  counseling, wraparound plans, and students not
  responding to academics and behavioral
  interventions.
• We currently have 86 referral free students.

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CHECK IN/OUT

• First Simple Secondary intervention within
  continuum of behavior support
• Requires the least resources, least intrusive
• The majority of kids will start with a CICO
• One adult supports multiple youth
• Progress-monitoring with Daily Progress Report
  (DPR)
• Same intervention for all kids (same DPR with
  school-wide expectations, etc)

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How to chose students for CICO

• Make it SIMPLE!!!!!!!!
• Look at all students with 2 or more referrals and
  add them to Check In Check out (CICO)

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Excel spreadsheet
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CICO Daily Cycle

• Check-in with assigned adult upon arrival to
  school
• reminder binder
• precorrections
• turn in previous days signed form
• pick-up new form
• review daily goals

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• CICO Daily Cycle
• At each class
• teacher completes card, or
• student completes self-monitoring
  card/teacher checks and initials card
• Check-out at end of day
• review days points goals
• receive reinforcer if goal met
• take successful card home
• precorrections

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• CICO Daily Cycle
• Give successful day card to parent
• receive reinforcer from parent
• have parent sign card
• Return signed card next day celebrate (if not
  returned, simply go on)
• Secondary meeting with data graphs

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Tracking Daily Scores

• Team should come up with a system to track scores
  for progress monitoring.
• It should be easy to implement and time
  efficient.

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PBIS GUIDELINE

• 70 of CICO students should be meeting with 80
  accuracy!

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REWARDSSchool specific
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Where do they go from here?
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Small Group

• Social skills groups
• Problem Solving Groups
• Academic/Behavioral groups

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Other Secondary InterventionsTHINK OUTSIDE THE
BOX

• Exercise Groups
• Meeting with parents
• Community Service
• Coordination with mental health services
• Peer Mentoring
• Art Groups

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Behavior Line of Defense
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